{"CACHEDAT":"2026-04-14 02:45:06","SLUG":"c-inclusive-scilmi-learning-settings-xWs9gvGG3p","MARKDOWN":"==Should we add text on inclusion and on diversity here too? Or is it enough to have IE? ==\n\n# Inclusive Education\n\nInclusive education (IE) is a philosophical perspective concerning the objectives of education and what \"school systems, schools and classrooms should accomplish\" ==(==Goransson & Nilholm, 2014, p.266==)==. Despite various definitions of IE, there is consensus on fundamental philosophical premises that **education/schooling plays a central role in combatting social exclusion based in societal, structural and institutional inequalities **==(==Florian, 2014==)==, should advance social justice ==(== Gerrard, 1994; Slee, 2001==)== and education provides a \"foundation for a more just society\" ==(==Ainscow and Cesar, 2006, p. 222==)==.  Starting from this foundation, in essence, IE strives for schools to evolve into environments where **every student is welcomed and included**, where their engagement across various activities is optimised, and where their learning and academic success are enhanced ==(==Artiles et al., 2006==)==. Teachers´ practices, school resources, and design of the school environment, amongst other factors, must centre the individual needs of each student and work to meet these needs. IE can be defined as a set of values and practices within schools (and the individuals who constitute these environments) that seeks \"to give access to and enhance the participation of individuals with special educational needs (that can be caused by physical, sensory, emotional, intellectual factors as well as linguistic and cultural factors) in normative contexts and practices (i.e., nondisabled cultures)\"==(==Artiles et al., 2006, p. 74==)==, it  takes an equity-focused approach on ensuring all students get what they need to perform to the best of their ability and have the greatest possible access to the opportunities and activities within the realm of education ==(==Kozleski et al., 2014; Peters & Oliver, 2009==)==.\n\n\n---\n\n### Diversity\n\nThe Association of American Colleges and Universities (2005) defines diversity as individual differences and group/social differences that can be engaged in the service of learning. Individual differences include for instance personality, learning styles, life experiences or disabilities. Other differences such as race or ethnicity, social class, gender, sexual orientation, country of origin, and ability as well as cultural, political, religious, or other affiliations are associated with group or social differences. The definition contains multiple aspects of students´ identities, which is necessary to take into account in the educational process as it is necessary to create a supportive and engaging educational setting respecting their individual needs (Aquino, 2020).\n\n**—> include Gardenswartz & Rowe (1995, 2008) Four Layers of Diversity; refer to intersectionality as the combination and dynamics of diversities (Smykalla, Sandra/Vinz, Dagmar (Hg.) (2011): Intersektionalität zwischen Gender und Diversity. Theorien, Methoden und Politiken der Chancengleichheit. Münster: Westfälisches Dampfboot.)**\n\n\n### Equality and Equity\n\nEquality, that is sameness, is often mistakenly associated with social justice in the way difference is treated. Critical social justice does not advocate treating everyone the same because that would simply prolong inequalities that are already in place. Rather, according to this perspective, individuals and groups should be treated according to their abilities, interests and experience; that is, they should be treated equitably. Treating individuals equitably rather than equally provides the potential to counteract existing inequalities (Ryan and Rottmann, 2007 in Markic, Abels, 2016, p. 9).\n\nThose advocating for critical social justice seek a world that is fair and equitable for everyone, where everyone has the chance to reach their goals but not a world where everyone has to reach the same goals. (Markic, Abels, 2016, p. 9)\n\n\n ![](/api/attachments.redirect?id=897127fe-c088-449d-9a44-0aafc6b8e7b6 \" =636x491\")\n\n\n\\\n ![](/api/attachments.redirect?id=c885876d-09b1-4d03-99a9-d58164c56e88)\n\n\n\\\nInteraction Institute for Social Change | Artist: Angus Maguire. (interactioninstitute.org, madewithangus.com)\n\n\n\\\n\n\n\n## References\n\n\n 1. Ainscow, M. & Cesar, M. (2006). Inclusive education ten years after Salamanca: Setting the agenda. *European Journal of Psychology of* *Education*, *21*(3), 231-238.\n 2. Artiles, A. J. (2020). Inclusive education in the 21st century disruptive interventions. *The Educational Forum, 84*(4), 289–295. https://doi.org/10.1080/ 00131725.2020.1831821\n 3. Aquino, K. C. (2020). Investigating postsecondary administrators' perceptions of disability within the context of student diversity. *International Journal of Disability, Development, and Education,*, 69(5), 1565-1572. \n 4. Florian, L. (2014). What counts as evidence of inclusive education? *European Journal of Special Needs Education, 29*(3), 286–294.\n 5. Gerrard, L. (1994). Inclusive education: An issue of social justice. *Equity & Excellence in Education, 27*(1), 58–67.\n 6. Goransson & Nilholm, 2014, p.266\n 7. Kozleski, E., Artiles, A., & Waitoller, F. (2014). Equity in inclusive education: A cultural historical perspective. In L. Florian (Ed.), *The sage handbook of special education* (pp. 231–250). Sage.\n 8. Peters, S., & Oliver, L. (2009). Achieving quality and equity through inclusive education in an era of high-stakes testing. *Prospects, 39*, 265–279.\n 9. Slee, R., & Allen, J. (2001). Excluding the included: A reconsideration of inclusive education. *International Studies in Sociology of Education, 11*(2), 173–192. https://\n\n doi.org/10.1080/09620210100200073\n10. Ryan, J., & Rottmann, C. (2007). Educational leadership and policy approaches to critical social justice. *EAF Journal*, *18*(1/2), 9–23. \n11. The Association of American Colleges and Universities (2005). \n12. **Gardenswartz & Rowe (1995)**\n13. **Gardenswartz & Rowe (2008)**\n14. **Smykalla, Sandra/Vinz, Dagmar (Hg.) (2011)**\n\n \n\n \\\n\n\n##","HTML":"

Should we add text on inclusion and on diversity here too? Or is it enough to have IE?

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Inclusive Education

\n

Inclusive education (IE) is a philosophical perspective concerning the objectives of education and what "school systems, schools and classrooms should accomplish" (Goransson & Nilholm, 2014, p.266). Despite various definitions of IE, there is consensus on fundamental philosophical premises that education/schooling plays a central role in combatting social exclusion based in societal, structural and institutional inequalities (Florian, 2014), should advance social justice ( Gerrard, 1994; Slee, 2001) and education provides a "foundation for a more just society" (Ainscow and Cesar, 2006, p. 222).  Starting from this foundation, in essence, IE strives for schools to evolve into environments where every student is welcomed and included, where their engagement across various activities is optimised, and where their learning and academic success are enhanced (Artiles et al., 2006). Teachers´ practices, school resources, and design of the school environment, amongst other factors, must centre the individual needs of each student and work to meet these needs. IE can be defined as a set of values and practices within schools (and the individuals who constitute these environments) that seeks "to give access to and enhance the participation of individuals with special educational needs (that can be caused by physical, sensory, emotional, intellectual factors as well as linguistic and cultural factors) in normative contexts and practices (i.e., nondisabled cultures)"(Artiles et al., 2006, p. 74), it  takes an equity-focused approach on ensuring all students get what they need to perform to the best of their ability and have the greatest possible access to the opportunities and activities within the realm of education (Kozleski et al., 2014; Peters & Oliver, 2009).

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\n

Diversity

\n

The Association of American Colleges and Universities (2005) defines diversity as individual differences and group/social differences that can be engaged in the service of learning. Individual differences include for instance personality, learning styles, life experiences or disabilities. Other differences such as race or ethnicity, social class, gender, sexual orientation, country of origin, and ability as well as cultural, political, religious, or other affiliations are associated with group or social differences. The definition contains multiple aspects of students´ identities, which is necessary to take into account in the educational process as it is necessary to create a supportive and engaging educational setting respecting their individual needs (Aquino, 2020).

\n

—> include Gardenswartz & Rowe (1995, 2008) Four Layers of Diversity; refer to intersectionality as the combination and dynamics of diversities (Smykalla, Sandra/Vinz, Dagmar (Hg.) (2011): Intersektionalität zwischen Gender und Diversity. Theorien, Methoden und Politiken der Chancengleichheit. Münster: Westfälisches Dampfboot.)

\n

Equality and Equity

\n

Equality, that is sameness, is often mistakenly associated with social justice in the way difference is treated. Critical social justice does not advocate treating everyone the same because that would simply prolong inequalities that are already in place. Rather, according to this perspective, individuals and groups should be treated according to their abilities, interests and experience; that is, they should be treated equitably. Treating individuals equitably rather than equally provides the potential to counteract existing inequalities (Ryan and Rottmann, 2007 in Markic, Abels, 2016, p. 9).

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Those advocating for critical social justice seek a world that is fair and equitable for everyone, where everyone has the chance to reach their goals but not a world where everyone has to reach the same goals. (Markic, Abels, 2016, p. 9)

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\"\"

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Interaction Institute for Social Change | Artist: Angus Maguire. (interactioninstitute.org, madewithangus.com)

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<https://www.adrieleparker.com/post/equality-vs-equity-at-what-point-is-equity-enabling-mediocrity>

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References

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    \n
  1. Ainscow, M. & Cesar, M. (2006). Inclusive education ten years after Salamanca: Setting the agenda. European Journal of Psychology of *Education, 21*(3), 231-238.
    2. \n
  2. Artiles, A. J. (2020). Inclusive education in the 21st century disruptive interventions. The Educational Forum, 84(4), 289–295. https://doi.org/10.1080/ 00131725.2020.1831821
    3. \n
  3. Aquino, K. C. (2020). Investigating postsecondary administrators' perceptions of disability within the context of student diversity. International Journal of Disability, Development, and Education,, 69(5), 1565-1572. <https://doi.org/https://doi.org/10.1080/1034912X.2020.1808951>
    4. \n
  4. Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286–294.
    5. \n
  5. Gerrard, L. (1994). Inclusive education: An issue of social justice. Equity & Excellence in Education, 27(1), 58–67.
    6. \n
  6. Goransson & Nilholm, 2014, p.266
    7. \n
  7. Kozleski, E., Artiles, A., & Waitoller, F. (2014). Equity in inclusive education: A cultural historical perspective. In L. Florian (Ed.), The sage handbook of special education (pp. 231–250). Sage.
    8. \n
  8. Peters, S., & Oliver, L. (2009). Achieving quality and equity through inclusive education in an era of high-stakes testing. Prospects, 39, 265–279.
    9. \n
  9. Slee, R., & Allen, J. (2001). Excluding the included: A reconsideration of inclusive education. International Studies in Sociology of Education, 11(2), 173–192. https://
    10. \n
\n

doi.org/10.1080/09620210100200073

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    \n
  1. Ryan, J., & Rottmann, C. (2007). Educational leadership and policy approaches to critical social justice. EAF Journal, 18(1/2), 9–23. <https://www.researchgate.net/publication/318775330Inclusiveeducationpedagogyand_practice#fullTextFileContent>
    2. \n
  2. The Association of American Colleges and Universities (2005). <https://dgmg81phhvh63.cloudfront.net/content/user-photos/Publications/Archives/Diversity-Democracy/DD09-22005.pdf>
    3. \n
  3. Gardenswartz & Rowe (1995)
    4. \n
  4. Gardenswartz & Rowe (2008)
    5. \n
  5. Smykalla, Sandra/Vinz, Dagmar (Hg.) (2011)
    6. \n
","UPDATEDAT":"2026-04-02T15:06:32.512Z","ID":"de72b090-d4d7-41d3-b162-e7f6323ca4bc","TITLE":"C) INCLUSIVE SCILMI LEARNING SETTINGS"}